GSE MATERIALS AND METHODS

WEEK 12

WELCOME!

• ESSAY

•QUIZ

• REVIEW SCHEDULE

•MATERIALS DEVELOPMENT

ESSAY DISCUSSION

• COMPARE AND CONTRAST

•WHICH METHODS DID YOU RECOMMEND?

•WHICH METHODS DID YOU NOT RECOMMEND?

• HOW DID YOU AND YOUR PARTNERS DIFFER?

• TURN IN YOUR ESSAY

TASK BASED LEARNING QUIZ 1.WHAT IS THE RATIONALE BEHIND TASK-BASED LANGUAGE TEACHING?

2.WHAT HAPPENS IN THE PRE-TASK? WHAT HAPPENS IN THE POST-TASK?

3.WHAT DOES THE STUDENT TO STUDENT INTERACTION LOOK LIKE?

4.NAME ONE TASK THAT YOU THINK WOULD BE INTERESTING TO TEACH USING TBL. WHAT WOULD YOU HAVE THE STUDENTS DO? HOW WOULD YOU PREPARE THEM TO SUCCESSFULLY ACCOMPLISH THE TASK IN GROUPS? (PRE-TASK)

REVIEW SCHEDULE Week 12 Chapter 11: Task-based

Language TeachingEssay DueReview 16 Features Material Making 1

Week 13 Chapter 12: The Political Dimensions of Language Teaching and the Participatory Approach

Lecture “Politics and EFL”Material Making 2 Common Problems in Mater.

Week 14 Chapter 13: Learning Strategy Training, Cooperative Learning, and Multiple Intelligences

In class mini-lesson (10pts)

Week 15 Chapter 14: Emerging Uses of Technology in Language Teaching and Learning

Edited Essay Due Q: Do you have a class on tech in ESL?Material Making 3

TOMLINSON’S 16 FEATURES OF GOOD MATERIALS 1. MATERIALS SHOULD ACHIEVE IMPACT

2. MATERIALS SHOULD HELP LEARNERS TO FEEL AT EASE

3. MATERIALS SHOULD HELP LEARNERS DEVELOP CONFIDENCE

4. WHAT IS BEING TAUGHT SHOULD BE PERCEIVED AS RELEVANT AND USEFUL

5. MATERIALS SHOULD FACILITATE LEARNER SELF-INVESTMENT AND DISCOVERY

6. LEARNERS MUST BE READY TO ACQUIRE THE POINTS BEING TAUGHT

7. MATERIALS SHOULD EXPOSE THE LEARNERS TO LANGUAGE IN AUTHENTIC USE

8. LEARNER’S ATTENTION SHOULD BE DRAWN TO THE LINGUISTIC FEATURES OF THE INPUT

9. MATERIALS SHOULD PROVIDED OPPORTUNITIES TO USE THE TL FOR COMMUNICATIVE PURPOSES

10. MATERIALS SHOULD TAKE INTO ACCOUNT THAT THE POSITIVE EFFECTS OF INSTRUCTION ARE USUALLY DELAYED

11. MATERIALS SHOULD TAKE INTO ACCOUNT THAT LEARNERS HAVE DIFFERENT LEARNING STYLES

12. MATERIALS SHOULD TAKE INTO ACCOUNT THAT LEARNERS DIFFER IN AFFECTIVE ATTITUDE

13. MATERIALS SHOULD PERMIT A SILENT PERIOD AT THE BEGINNING OF INSTRUCTION

14. MATERIALS SHOULD MAXIMIZE LEARNING POTENTIAL

15. MATERIALS SHOULD NOT RELY TOO MUCH ON CONTROLLED PRACTICE

16. MATERIALS SHOULD PROVIDE OPPORTUNITIES FOR OUTCOME FEEDBACK

BATTLESHIP • ORIGINAL CONCEPT FROM AN AMERICAN BOARD GAME

• THE ESL CONCEPT REQUIRES STUDENTS TO MAKE A FULL SENTENCE IN ORDER TO PLAY

• ALMOST ANY SPEAKING LESSON CANBE MADE INTO A BATTLESHIP GAME

HOW TO TEACH BATTLESHIP

• BATTLESHIP CAN BE DIFFICULT TO TEACH BUT ONCE STUDENTS UNDERSTAND IT CAN BE A GREAT RESOURCE

• TEACHER MUST MODEL AND EXPLAIN HOW TO PLAY

• EXPLAIN HOW TO PLACE THE “SHIPS,” THE RULES, WHAT TO SAY IN EACH SITUATION

• MODEL HOW TWO PEOPLE PLAY, ASK CCQS

LET’S PLAY ONE ROUND!

POST-GAME QUESTIONS

• WHEN IS THIS ACTIVITY USEFUL IN ENGLISH CLASS?

• WHEN MIGHT IT NOT BE USEFUL?

• WHAT PROBLEMS MIGHT ARISE IF YOU USE IT?

•WHAT ARE SOME POSSIBLE SOLUTIONS?

MAKE YOUR OWN BATTLESHIP

• CHOOSE YOUR GRAMMAR & VOCABULARY • DO/DOES I/HE/SHE/WE/THEY LIKE …

• CAN I/MAY I/COULD I … TAKE YOUR ORDER/GET YOU SOMETHING TO DRINK

• BOB/MARY/JOE/SALLY… CLEANS/COOKS/WASHES DISHES/VACUMES

• BIBIMBAP/SHIKYE/KIMCHI BOKUMBAP… IS MADE OUT OF RICE/IS DELICIOUS

• DECIDE HOW BIG YOUR BOARD WILL BE/HOW MANY BOATS

• DECIDE HOW MUCH SUPPORT LANGUAGE YOU WANT TO GIVE STUDENTS

• DECIDE HOW STUDENTS WILL ANSWER